Module Title: Working with Others

TTLM Code: IND FMK1 TTLM 0919v1

This module includes the following Learning Guides

LG07: Contribute to work group activities

LG Code: IND FMK1 M02 LO2-07
 Federa Tvet Agency
Furniture Making
NTQF Level I

Unit of Competence: Work with Others

Module Title: Working with Others

LG Code: IND FMK1 M02 LO1-07

TTLM Code: IND FMK1 TTLM2, 0919v1

LG07:- Contributing to workgroup activities

 LG07:- Contributing to workgroup
Instruction Sheet
activities

This learning guide is developed to provide you the necessary information regarding the following
learning outcome and content coverage and topics –

LO1 Develop effective workplace relationship

1. Strategies for Working with Others
2. Providing and Accepting Feedbacks
This guide will also assist you to attain the learning outcome stated in the cover page. Specifically, upon
completion of this Learning Guide, you will be able to –
 Support provided to team members to ensure workgroup goals are met.
 Constructive contribution to workgroup goals and tasks are made according to
organizational requirements.

 Information relevant to work is shared with team members to ensure designated goals are met..
Learning Instructions:

1 Read the specific objectives of this Learning Guide.

2 Follow the instructions described in number 3 to 7.

3 Read the information written in the “Information Sheets 1”. Try to understand what are being
discussed. Ask you teacher for assistance if you have hard time understanding them.

4 Accomplish the “Self-check 1” in page .

5 Ask from your teacher the key to correction (key answers) or you can request your teacher to correct
your work. (You are to get the key answer only after you finished answering the Self-check 1).

6 If you earned a satisfactory evaluation proceed to “Information Sheet 2”. However, if your rating is
unsatisfactory, see your teacher for further instructions or go back to Learning Activity #2.

7 Submit your accomplished Self-check. This will form part of your training portfolio.
 Information Sheet-1 Strategies for Working with Others
2.1
Strategies for Working with Others

Providing support

It is important to provide support to team members to ensure that workgroup goals are met. Providing
support to team members may include

 explaining or clarifying policies, procedures, instructions etc

 helping colleagues to complete tasks on time, especially if you have completed your own
tasks ahead of schedule
 assisting with solving problems
 providing encouragement in order to foster a positive attitude
 providing feedback to another team member
 undertaking extra tasks if necessary.

Time management strategies

In order to ensure workgroup goals are met, it is important to apply time management strategies,
including

 prioritising: the ordering of tasks so that the most important are completed first and so on to
the least important.
 delegation: passing on specific tasks for completion by someone else, particularly if that
person is more skilled to complete the job than you are.
 problem-solving: often achieved by brainstorming so that the best method of solving the
problem is adopted and agreed on by all team members.
 decision-making: often the responsibility of the team leader so that tasks are completed within
the set deadline.

Communication

Effective communication is important so that

  team members understand and agree with team goals
 goals and tasks can be clarified
 team members understand how their tasks fit in with other people’s tasks
 problems can be sorted out before they become too serious
 information that affects team goals can be shared
 the team can evaluate their progress and discuss ways to improve their work.

Communication may either be oral or written.

Oral communication methods may include

 discussion: to share ideas to facilitate a job being completed on time

 debate: when two people do not agree so put forward their point of view in order to convince
the other person
 negotiation: when people discuss their differences of opinion but are willing to compromise
with each other in order to get a job done
 speeches: for example, in a training session.

Written communication methods may include

 instructions: to explain how a task must be completed in order to limit misunderstanding

 schedules: to prioritise tasks so that the most important is completed first
 reports: often used as feedback or when evaluating a task/procedure.

Benefits of effective communication

The most successful organizations understand that if they are to be successful in today's business
world, good communication at all levels is essential. Here is a useful mnemonic to remember the
benefits you and your organization can achieve from effective communication:

 Stronger decision-making and problem-solving

 Upturn in productivity
 Convincing and compelling corporate materials
 Clearer, more streamlined work flow
 Enhanced professional image
 Sound business relationships
 Successful response ensured
 Effective Communication Skills

Eye contact & visible

Some questions

Body language

Encourag Effective Silence

ement
Communication skills

Checking for understanding

Summarizing
Smiling face
what has been
said

Barriers to Effective Communication

Language
Time
Noise

Other people
Distractions
Barriers to
effective Put downs

Too many
questions Lack of interest

Distance Disability
Discomfort
with the topic

Strategies and opportunities for improvement of the workgroup

It is important that strategies and opportunities for improvement of the workgroup are identified and
planned in liaison with the workgroup. Some strategies or opportunities may include

 holding meetings: an important way for members to communicate and solve problems.
 brainstorming: many people are able to contribute ideas, particularly when trying to solve a
problem, so that the best alternative is adopted.
 coaching, mentoring or supervision: enables more experienced personnel to help the less
experienced in order to improve the latter’s efficiency and performance.
 formal and informal training provisions: formal includes attending courses whereas informal
is often one colleague helping another, which will improve the performance of the person
receiving the training.
 internal and external training provisions: internal training occurs on site whereas external is
held another College or other business premises, depending on the size and resources of the
business. All training would result in improvements in awareness, performance and efficiency
of the workgroup.
 work experience or exchange opportunities: allows a worker to see what is occurring in other
work venues and can share ideas with team members to improve work performance of team.
 personal study: to improve knowledge and performance, which can then be shared with other
team members.
 career planning and development: to have a plan for the future, which can benefit the team.
 performance appraisals: will identify the need for further training.
 workplace skills assessment: to determine what skills the members of a particular workplace
have so that workgroups can be chosen with the knowledge that the best people for a certain
task will be chosen to maximize the outcomes.
 recognition of prior learning: to ensure that the most experienced or the person with the most
training will be chosen for each task to ensure that tasks are completed on time.
 Self-Check -1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page:
Short answer

1. List at list 6 the Effective Communication skills

I.
II.
III.
IV.
V.
VI.

1. List at list 6 Barriers to effective communication

I.
II.
III.
IV.
V.
VI.

Note: Satisfactory rating -12 points Unsatisfactory - below 11 points

You can ask you teacher for the copy of the correct answers.
Answer Sheet
Score =
Rating:
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 Information Sheet-2 Providing and Accepting Feedbacks
Pro
viding and Accepting Feedbacks

Feedback
It is important that your work performance is monitored and that you receive feedback which is
constructive and encourages you to strive for improvement.
Feedback can be:
 positive
 negative
 constructive

Positive feedback indicates that tasks were carried out well. It

acknowledges personal efforts and the good cooperation among
team members. It encourages all members to continue to strive for
excellence.
Negative feedback informs team members that tasks were not completed well. It analyses the reasons
for the problems encountered and proposes ideas for improvement.
Constructive feedback encourages and acknowledges good job performance. It also suggests areas
for improvement and strategies for achieving this improvement.

Sources of feedback on performance

Feedback on performance may be formal or informal.
 Formal performance appraisals (assessment, evaluation) generally occur on a regular
basis. The first appraisal usually takes place three months after an employee starts a job
then every six or twelve months thereafter. These appraisals allow for a formal method of
feedback which can lead to modification of a job description, further training and re-
evaluation of performance.

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  Feedback from supervisors and colleagues. This is mainly in the form of informal
comments on a job well done or suggestions of how to complete a task.
 Feedback from customers giving positive comment and praise for good customer service.
 Personal reflection. This involves thinking about what you have done and how you can
improve on it next time.
 Routine organizational methods for monitoring service. These include customer complaint
or satisfaction forms, and surveys that are completed at the end of a task or a job for a
customer.

Value of feedback
Feedback is valuable to a workplace as it can:
 improve business relationships
 identify and overcome existing problems
 eliminate entrenched work practices
 improve productivity
 enhance output quality
 Contribute to the future development of the workplace.

Self-Check 1 Written Test

Name: Date:

Directions: Answer all the questions listed below.

1 List type of feed back

a.
b.
c.

Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points

You can ask your teacher for the copy of the correct answers.